This survey of Montana's public schools revealed that more than 95 percent of Montana's school facilities are in good or fair condition. The first phase of the survey was completed online by individual school districts. The second phase consisted of site surveys at each school. The study focused on facility condition, educational characteristics of buildings, energy use and technology equipment. The study revealed that there are only 45 school buildings in use built before 1910, and the largest period of school construction growth was from 1950 to 1970. In the past decade, 42 schools or school-related buildings have been built in Montana. The largest structural problem facing schools is that nearly 60 percent of the damages and worn-out facilities come in the form of floors, ceilings, walls, doors and frames. 59p.

Presents a collection of laws in the Institute's database that deal with school indoor air quality. The chart includes laws that address schools directly or exclusively, but does not include general laws that may also affect schools. States without such laws are not represented in the chart, and the list does not claim to be exhaustive compilation. 19p.

Reports how New York City's capital planning process is a reason the New York City public school system is failing to build enough new schools to accommodate children in many neighborhoods experiencing residential construction booms. Shortcomings of the capital planning process are discussed, followed by analyses of neighborhoods where population growth is not matched by increased school capacity. Persistent elementary and middle school overcrowding in some neighborhoods is attributed enrollment projections based only on Community School District (CSD) and not for individual neighborhoods. Recommendations include improvements to the capital planning process for schools and an increase in accountability within that process. 117p.

Updates forecasts of the number of high school graduates for the nation, four geographic regions, and all 50 states and the District of Columbia. Projections for public school graduates cover the period 2005-06 through 2021-22, and actual data are reported for preceding years back to 1991-92. Major findings include: 1) The rapid and sustained expansion in the number of high school graduates that began in the early 1990's will initially continue. 2) This expansion will reach a peak in 2007-08, when total graduates from public and nonpublic schools will exceed 3.34 million. 3) The production of high school graduates will slow moderately between 2008-09 and 2014-15. 4) After 2007-08 overall production of high school graduates will become much more stable for the foreseeable future than it was during the expansion period. 141p.

These building assessments explain the relative building conditions for each Kentucky educational facility using the following descriptors: Excellent (new, generally less than 10 years; Better (generally 10-20 years old; Good/Average (20-30 years old); Fair/Poor (30-40 years old, needs renovation); and Poor (older than 40 years old). The accompanying "District Assessment Map" explains the relative district assessment for each district by using the following descriptors: Green-Districts with limited facility needs, Yellow-Districts with moderate facility needs, and Red-Districts with significant facilty needs.

Reports on inadequate athletic programs and facilities in District of Columbia schools. The report shows how the District lags in critical areas, such as funding and facility management; compares the District's investment in its athletic programs with those in the surrounding counties and other peer cities; and looks at the deteriorated state of the athletic facilities at Cardozo High School, which was highlighted in an earlier report by the same organization. Finally, the report closes with a discussion of the need for renewed efforts by city officials, concerned citizens, and business leaders to close the gap between District of Columbia Public School's athletic programming and the opportunities and facilities available elsewhere. 26p.

Decries "prison-like" schools and suggests a complete national overhaul in school design. Among the author's additional 38 ideas to save America are the lengthening the school day and school year. 320

Advocates federal spending to improve the condition of school buildings, noting the respective short- and long-term economic benefits of construction industry promotion and an improved learning environment. The document includes an examination of the size and condition of the U.S. school inventory, a discussion of the importance of school facility quality, details on how capital investment in schools can improve local economies and close achievement gaps between low- and higher-income students. Charts illustrate per student maintenance and operation expenditures, as well as construction spending according to school district levels of free and reduced lunch students. Includes 22 endnotes and references. 9p.

Presents findings on the numbers and types of public elementary and secondary schools in the United States and other jurisdictions in the 2005-06 school year, using data from the Public Elementary/Secondary School Universe Survey of the Common Core of Data (CCD) survey system. The survey reports the numbers and types of schools, including their status (new, continuing, closed, etc.), and whether it is a charter school, magnet school, or Title I school. The survey also reports the numbers of students and the school's "locale type," that is, whether it is in a city, suburb, town, or rural area. 27p.

Reports on principals' satisfaction with environmental factors in their schools, and the extent to which they perceive those factors as interfering with the ability of the school to deliver instruction. The report describes the match between the enrollment and the capacity of the school buildings, approaches for coping with overcrowding, the ways in which schools use portable buildings and reasons for using them, and the availability of dedicated rooms or facilities for particular subjects, such as science labs or music rooms, and the extent to which these facilities are perceived to support instruction. More than half of the principals reported that their school had fewer students than the school’s design capacity. The remaining schools included those that had enrollments within 5 percent of their capacity (22 percent) and those that were overenrolled (10 percent were overenrolled by between 6 to 25 percent above their capacity, and 8 percent by more than 25 percent of their design capacity). Those schools that principals described as overcrowded used a variety of approaches to deal with the overcrowding: using portable classrooms (78 percent), converting non-classroom space into classrooms (53 percent), increasing class sizes (44 percent), building new permanent buildings or additions to existing buildings (35 percent), using off-site instructional facilities (5 percent), or other approaches (12 percent). 93p.

Reports the results of a British survey of teachers regarding their school environment. 530 respondents rated their schools for design, layout, lighting, ventilation, furnishings, flexibility, safety, and physical activity accommodation. 32 percent of the respondents rating their environment as poor, and 87 percent believed that the environment had an influence on pupil behavior. 6p.

Describes negative consequences of poor and unhealthy facility conditions, mold, overcrowded classrooms, and noise in schools. Recommendations for federal and state actions to renovate or build new and improved schools using proven, cost-effective and environmentally sound solutions are presented, illustrated with examples from districts around the country. Includes 21 references. 23p.

Analyzes who has benefitted from $600 billion of United States school construction expenditures from 1995-2004. The report reveals that construction funds have not been equally distributed, with the least affluent school districts making the lowest investment of $4,800 per student, and the most affluent the highest at $9,361 per student. It shows schools with the greatest need, those in high-poverty and minority school districts, have seen the least investment. Money spent on low-income schools was more likely to fund basic repairs such as roofs or asbestos removal, but that spent in affluent districts frequently funded educational enhancements such as labs or performing arts centers. Numerous tables include school construction growth by type of project, by state, enrollment growth, and spending by family income, community household income, and race and ethnicity. Includes 23 references. 40p.

This study addresses indoor air quality and general conditions problems in schools throughout the United States. Tools employed to investigate conditions include a nationwide, web-based survey, characterization of actual operating conditions in schools through field audits and diagnostic tests, and retrofits in problem schools. Survey results found temperature to be by far the greatest comfort complaint in regular classrooms, with indoor air quality (IAQ) and then humidity being the next greatest areas of complaints. Ventilation problems were found at each of eight audited schools. These problems appear to be occurring due to a combination of factors including lack of maintenance, lack of knowledge of the systems and in some cases poor system design. Four small retrofit projects were also completed. The results from this project indicate that without substantial funding for and prioritization of school maintenance, widespread significant school improvements will not be realized. [Authors' abstract] 17p.

Presents the result of more than eight months of work commissioned by the Massachusetts School Building Authority to gather statewide baseline data about the general conditions of locally-owned public school facilities throughout the Commonwealth. The data collected are a result of the observations of teams of educators and engineers whose task was to utilize a standard survey to ascertain the general condition of each school in the Commonwealth. Data collectors visited every superintendent in every school district to receive an inventory of school committee-controlled school properties and then visited every one of those school facilities to gather these important baseline data. This report details the following findings: 1) The condition of the 1,817 Massachusetts schoolhouses is generally good. 2) Massachusetts has expended a substantial amount on schoolhouse capital facilities over the past 60 years. 3) A school building boom occurred between 2000 and 2005, even though statewide enrollment has been declining. 4) Almost one-half of the current school facility square footage is new or recently renovated. 5) There is very little temporary space in Massachusetts. 6) Massachusetts schools have been built 32% to 39% larger, on average, than the maximum gross square footage space requirements per student in the Department of Education regulations. 7. Beginning in fiscal year 2008, the reformed School Building Grant program should be able to provide sufficient resources to meet statewide school capital facility need as determined by the Board of the Authority. 138p.

Every five years, local North Carolina boards of education are required by G.S. 115C 521(a) to submit their Facility Needs Assessment (long range plans) to the State Board of Education. The results of this survey assess projected facility needs for the next 5-10 years, and is used statewide and locally. Total estimated costs are $9.7 billion. 7p.

Reports on evidence linking poor Boston school conditions with high rates of asthma. Using data from school environmental audits collected in 2004 - 2005, the report shows that those students attending the schools ranking worst on three major environmental factors for asthma (mold, pests, and leaks) also have high asthma rates. Eighty-five percent of Boston Public Schools reported leaks or water stains, 36 reported visible mold growth, 63 percent reported overt pest signs, 83 percent reported repairs needed and 61 percent reported improper chemical storage. Over 80 percent reported one or more of these problems. The schools with the highest percentages are often located in the lowest income areas and those with the highest incidences of asthma some double the state average. Though the city has an average 7-12 percent child asthma rate, there are some Boston Public Schools with as high as 27 percent of their students suffering from asthma. 13p.

Provides descriptive information on each of the four central components of Maine's school facilities program: major capital school construction, school revolving renovation program, leased space program, and facilities maintenance and capital asset management program. Each program description is accompanied by historical data reflecting funding and work priorities. 37p.

This compendium of school staffing statistics includes tables detailing how schools organize grades and student groups; percentages of schools using block and year-round scheduling; numbers of custodial maintenance, and security personnel; and percentages of schools with physical space limitations. 213p.

Reviews North Carolina's school facility needs for the immediate future, illustrating the reasons behind those needs, such as population increase, class size reduction, and aging facilities. The facility needs are offered as a total, and also broken down according to eight regions within the state. 86p.

Reports on the human health, family, and community impacts of school facilities that are poorly designed, constructed, operated, or maintained. The document consists of state-by-state summaries of school building inventories, enrollments, asthma prevalence, and school building condition. 66p.

Reviews the effect of school facility conditions on learning, as reported in over 300 journal articles, papers, and published reports that were collected by other authors. The areas of building quality, maintenance, visual comfort, thermal comfort, acoustics, and indoor air quality are considered. Includes 12 references are included. 8p.

Reviews how California's Williams Settlement Agreement and its subsequent legislation, together with action from parents and community members, teachers, school administrators, and school officials altered the state's educational landscape during the first year of implementation. The first section provides a general summary of the case and the Settlement Legislation, breaking down the approximately $1 billion in new funds and describing how the new legal standards for instructional materials, school facilities, and teachers apply to all public schools. The facilities section explains how the new "good repair" and "emergency facilities needs" standards were developed through regulations and how the overlapping accountability systems in this area improved school facility conditions around the state. 54p.

Presents key findings from the Education Longitudinal Study of 2002 (ELS:2002) Facilities Checklist for all public and private schools and students in the 10th grade. The first section presents findings at the school level, including national estimates on the appearance, safety and security, noise levels, and neighborhood conditions for public and private 10th-grade schools in 2002. The second section discusses the number and percentage of 10th-grade students who attend schools with a particular condition, based on structural appearance, safety, and security. Appendices discuss study goals, base year study design, methodology, sampling, weighting, response rates, and standard errors. Also included is an account of the statistical procedures, a glossary and the facilities checklist instrument. 68p.

Schools receive a grade of "D" in this latest report card on the state of the nation's infrastructure. Background on the issue, a statement of current conditions, policy options, ASCE recommendations, and a list of sources is included.

Presents the results of a privately-funded survey of the superintendents and facilities managers of 178 Colorado school districts, with about 59% of the states student population represented in the responses. The report details building ages, construction types, occupancy vs. capacity, physical condition, and educational adequacy. Facilities managers reported about $2.1 billion in capital needs, and superintendents reported about $297 needed for deferred maintenance. Based on enrollment in the districts responding, a capital need of about $5.7 billion and deferred maintenance need of $1.3 billion is estimated. 34p.

Provides the results of facility assessments for three schools in each of seven districts. The assessments considered facility condition, educational suitability, technology readiness, site condition, and capacity. Tables present cumulative score ranges and averages, divided by elementary, middle, and high schools, followed by the actual score sheets for each school. 247p.

Summarizes the results of the state's 2004 survey assessing school construction needs through 2006. Districts reported $6.7 billion in capital needs for new schools, additions, and repairs. The data are organized by type of district, location of district, type of school, and type of repair. Information on potential consolidation of districts is also included. 2p.

Provides a summary of information about Colorado's current capital funding needs. 2p.

This is the New York State Education Department's survey form for assessing the type, age, features, and condition of school facilities. 22p.

Provides detailed national, state-by-state, and district-by-district outlook at the K-12 school market for architects, consulting engineers, planners, environmental consultants, and contractors. Analyzes the dynamics that are driving the market and reports on the latest nationwide trends. The report includes detailed profiles of the K-12 school market in each state, including enrollment projections, construction spending data, contact information for the largest districts, and a market analysis. Available in a national or seven regional editions.

Outlines the responsibilities, finances, and plans for the Hawaii Dept. Of Education's school repair and maintenance program. The backlog of deferred maintenance is estimated at $524,502,500. These figures are detailed in numerous charts illustrating amounts per district and amounts per type of repair required. Funding sources are covered, and a forecast is included which anticipates an annual of need of between $100 million to $200 million, describes prioritization of projects, a pending facility assessment program, and special attention to restrooms, roofs, and preventive maintenance. 18p.

This statement articulates the position of the National PTA on the subject of school modernization and environmental health. The statement first identifies the overwhelming national need to improve the condition of America's public schools and to construct new buildings to accommodate rising enrollments, then identifies a solution to the problem through a strong and sustained partnership of federal, state, and local entities working together.

Reviews and compares the condition of school facilities and the costs associated with deteriorating and inadequate buildings to the state of school facilities outlined in the original Schoolhouse in the Red printed in 1992. This new edition also discusses how to get schools ready for children by addressing school facilities and the school environment.

In Colorado, school buildings have traditionally been considered the responsibility of local districts. Although Colorado ensures that operating revenue for public education is roughly equal for every child in the state, funding for school building construction, maintenance and repair is still based almost exclusively on local district wealth. The result is that, according to one study, 88% of Colorado’s schools are not in good physical condition. According to the Colorado state auditor’s office, Colorado needs $4.7 billion to bring its schools into good condition. This summarizes a project by the Donnell-Kay Foundation to examine the condition and funding of Colorado’s school buildings. 3p.

Documents the decline of California public schools in various areas since the 1970's. There has been substantial progress in meeting the state's facility needs in the last decade, largely due to recent state and local general obligation bonds. However, California still lagged the nation and other large industrial states in this area, with responses to facility needs being concentrated in urban and rural areas serving high minority and low-income populations. Data to document the most recent progress in facilities is not currently available. Includes 157 references. 216p.

Reports that the state currently targets school construction funds for anticipated growth districts, but not to relieve overcrowding. Even though the 2002 Critically Overcrowded Schools (COS) represents progress, the report maintains that districts contending with fiscal and administrative restraints are at a disadvantage in competing for the funds. The report defines the problem of overcrowded schools, explains the funding gap, cites barriers to addressing school overcrowding, and makes recommendations for removing them. 24p.

Reports on the re-segregation of America's educational system, focusing on overcrowded and underfunded urban schools, and the unsatisfactory disciplinary and instructional experiences of the minority children who attend them. Appendices illustrate per-pupil spending in public schools of six metropolitan areas and an extensive bibliography is included. 404p.

Summarizes the state's 2004 assessment of its 6,569 permanent school buildings, with tables displaying numbers of school by type, facility conditions, educational suitability, enrollment growth projections, and associated cost summaries. The cost of addressing current needs of all buildings was determined to be $2.9 billion, with a projected cost over five years of $ 4.5 billion. 71p.

Presents the results of a survey of New Jersey school principals revealing that: 1) One third of principals assigned a grade of C or below to the overall condition of their school and 10 percent assigned grades D or F. 2) 80 percent thought that their schools were educationally adequate overall, but many thought that their school came up short in meeting specific curricula needs such as science, music, and art education. 3) Many principals thought that their schools were inadequate for recruiting and retaining teachers. 4) Many principals viewed their facilities training as inadequate. 5) The principals feel that the school facilities planning and design process excludes important stakeholders. These opinions are held more widely in the poorer school districts. 17p.

Presents the results of two years work by this task force to examine the adequacy and equity of Maryland's public school construction program. The Task Force began with a facility assessment of all schools in the state, found deficiencies in every jurisdiction, and concluded that it will cost 3.85 billion dollars to bring all schools up to the minimum standard for educational programming, health, and safety requirements. It recommends that the state establish a School Emergency Repair Fund, with an initial investment of $2 million, to address deficiencies that present an immediate hazard. It also proposes funding levels, formulas, creative financing options, and changes to Maryland's school construction statutes. 58p.

The attrition of both new and experienced teachers is a great challenge for schools and school administrators throughout the United States, particularly in large urban districts. Because of the importance of this issue, there is a large empirical literature that investigates why teachers quit and how they might be better induced to stay. The authors build upon this literature by suggesting another important factor: the quality of school facilities. The importance of facility quality is investigated using data from a survey of K-12 teachers in Washington, D.C. The authors find in their sample that facility quality is an important predictor of the decision of teachers to leave their current position. [Author's abstract] 12p.

Prioritizes the 31 criteria for school facilities established by the Maryland Task Force to Study Public School Facilities based on the links beteween conditions in school buildings and student achievement. The author, drawing on a large quantity of research, recommends addressing first the criteria that relate to student health and safety: 1) potable water, 2) fire safety, 3) adequate lavoratories, 4) security systems, and 5) emergency communications systems. Elements directly linked to student achievement should then be addressed as follows: 1) human comfort, 2) indoor air quality, 3) lighting, 4) acoustical control, 5) secondary science laboratories, and 6) student capacity. The 31 criteria may be found at http://www.mlis.state.md.us/other/education/public_school_facilities_2003/Definition%20of%20Standards.pdf. (Contains 75 references.) 66p.

Presents a school-by-school assessment of Boston's public schools, conducted by the Environmental Health Office of the Boston Public Health Commission. For each school, a table is given with data organized as follows: 1) Environmental issues of leaks, mold, pests, clutter, dust, repairs needed, improper chemical storage, 2) Indoor analysis for carbon dioxide, carbon monoxide, dust, VOC's, and temperature, 3) Bathroom inspection for functioning equipment, presence and condition of fixtures, and presence of supplies. 146p.

Describes the state's difficulty building schools, due to bureaucratic delays and regulations that drive up construction costs. A plan for reform is proposed that includes exemptions from the state's Field Act, a single-payer system which provides grants to districts, reduction of Field Act staff and consultants, conversion of administrative facilities to classrooms, elimination of class-size reduction requirements, year-round schooling, no universal preschool, encouragement of developer-built schools, elimination of prevailing-wage laws, encouragement of home schooling, expansion of charter schools, and school choice. 57p.

Provides the results of a facility survey of 1342 Maryland schools. Facilities were evaluated against federal, state or local guidelines in 31 areas that covered building condition, environmental quality, size, configuration, accessibility, and support spaces. The criteria against which the schools were evaluted are provided, along with a chart for each school system that shows the percentages of schools not meeting each standard. For ten of the standards, a chart for that standard is provided that illustrates the percentages of failing schools in each school system. 61p.

Examines the New York State Education Department's administration of their RESCUE program, which requires school districts to develop maintenance plans for their school buildings and prepare an annual report card of building conditions. The report finds that many of the districts have not prepared maintenance plans and most have not prepared the required report cards. Another finding was that some districts are inappropriately deferring maintenance so they can claim state capital construction aid to cover their costs. The report recommends changes in reporting within RESCUE and modifications to State Building Aid to encourage compliance and decrease abuse of both programs. 24p.

This report analyzes the current status of the District's efforts to modernize its crumbling school buildings. Five years ago, following an assessment of each of the District's school facilities, the D.C. Public School System faced up to longstanding problems and developed a Facility Master Plan to modernize schools over a 10-15 year period. Now funding cuts threaten to halt this modernization plan. This report urges lawmakers to fund these plans. 28p.

Describes the problem of deferred maintenance for school facilities, especially from the perspective of small rural districts. It examines the extent, causes, and consequences of deferred maintenance as well as recommendations for policy, practice, and funding that can help correct this national problem. 23p.

Explores the effect school facilities have on student achievement as measured by the Texas Assessment of Academic Skills (TAAS) test in a high-performing, high-poverty school district in Texas. This study contains a presentation of the information and data findings from the Ysleta Independent School District and its decision in 1994 to include school facilities as a component of its student achievement initiative. The schools were randomly selected and the case study research was conducted using a mixed-method approach. Data provided by the schools' principals on building structure, maintenance, and housekeeping were collected using a questionnaire, and student achievement was measured using the percent of students at each school passing the TARS sub-tests of reading, mathematics, and writing and the percent passing all the TAAS tests from 1994 to 2001. The study resulted in findings that merit attention and support previous research that points to building age, overall building maintenance and cleanliness as elements that help explain student achievement. 220p.

This study analyzes the K-12 and higher education construction markets, which made up 18% of the nonresidential construction market in 2002. Information is organized by school type, state/region, and type of construction (new/remodeling). Contact information for owners, architects, contractors and approximately 6,000 education facility managers is provided. Also provided are historical activity levels and projected growth rates for the respective market sectors. [Price: $8,000]

This series of articles examines the condition of public schools and public school construction in Florida's Miami and Dade Counties. To prepare the series, the Miami Herald studied thousands of pages of construction records, correspondence, school district reports, and accounting statements over 15 years. It analyzed state and national construction costs, school enrollment reports for Florida's 67 school districts, growth rates, and census data. More than 200 people completed interviews, and reporters and photographers made about 25 visits to schools. The Herald obtained school district databases detailing construction costs and schedules, contractor and architect information, contractor defaults, construction charges, and life-safety violations. The construction analysis of new schools, additions, renovations, and repairs was based on over 1,200 projects, totalling $1.6 billion, completed since 1988. The articles include: "Crumbling Schools: Tens of Millions Wasted in Slow, Sloppy Construction, and Miami-Dade Children are the Losers" (Debbie Cenziper and Jason Grotto); "Aging Schools Wait Endlessly for Renovation" (Debbie Cenziper); "Records of Costs, Budgets are Hard to Come By" (Debbie Cenziper and Jason Grotto); and "Stierheim Vows Fundamental Change" (Debbie Cenziper). 12p.

Reports on school infrastructure needs in Michigan, discusses financing problems in low-wealth districts, and presents a comparative table of school infrastructure funding programs in all 50 states. 26p.

In July 2000, the New Jersey State Legislature enacted the Educational Facilities Construction and Financing Act, providing $6 billion to rebuild the schools of the Abbott districts, and created a procedure controlled by State government by which the school construction and renovation was to take place. This report card on the Abbott school construction program gives the state a D for its progress to date in implementing the school construction mandate of the court and legislature. 17p.

This book addresses funding for school facilities. Contents of section 1, "Overview and Scope of the Problem," are: (1) "Unmet School Infrastructure Funding Need as a Critical Educational Capacity Issue: Setting the Context" (Faith E. Crampton); (2) "Financing School Infrastructure Needs: An Overview across the 50 States" (Catherine C. Sielke); (3) "Canadian Approaches to the Financing of School Infrastructure" (Vivian J. Hajnal); and (4) "Financing Captial Facilities in Higher Education" (Mary McKeown-Moak). Section 2, "Current Challenges to Funding of School Infrastructure," contains the following chapters: (5) "Capital Needs and Spending in Urban Public School Systems: Policies, Problems, and Promises" (James G. Cibulka and Bruce S. Cooper); (6) "Funding School Infrastructure in Rural America" (Jeffrey Maiden); (7) "Infrastructure Funding Considerations and Students with Disabilities" (William T. Hartman); (8) "School Finance Litigation: One Strategy To Address Inequities in School Infrastructure Funding" (David C. Thompson and Faith E. Crampton); (9) "Funding Technology versus Bricks and Mortar: Can We Have It All?" (Faith E. Crampton, Janis M. Hagey, and Kathleen C. Westbrook); and (10) "Should Principals Be Involved in School Renovations?" (Brian O. Brent and Marie Cianca). Part 3, "The Future of School Infrastructure Funding," contains the following chapter: (11) "Striking a Balance in School Infrastructure Funding" (David C. Thompson). 270p.

Examines school facility condition influences on the perceptions of students, parents, and teachers about the school climate. This study compared the condition of two secondary school settings and the perceptions of school clientele associated with each school. A school climate survey was used to measure the perceptions of clientele at each school setting about the school climate, and the Council of Educational Facility Planners, International (CEFPI) guide for standards asked respondents to assess the condition of the school, whether excellent, satisfactory, borderline, or not adequate. A focus group interview was also conducted to gain further insights into the perceptions of teachers, students, and administrators about the facility condition and the school climate. Data from the interviews indicated safety, space, parking facilities, condition of the building, and maintenance are all factors that influenced the perceptions of the clientele at each school. These findings about the influence of a school facility on school climate highlight the importance of school buildings and physical environments on the perceptions of the school personnel and students. 134p.

Reports on an inventory of California's K-12 schools that found 80 percent of California's kindergarten through 12th grade public school buildings meeting expected life safety performance standards, able to protect children from injury during a serious earthquake, and not requiring further seismic evaluation. The inventory also identified 7,537 school buildings, which represent 14 percent of the state's K-12 school building's square footage, that should undergo additional seismic evaluation to determine if they should be retrofitted. Additionally, the inventory identified more than 2,100 school buildings that are expected, but not guaranteed, to achieve life safety performance in future earthquakes. The inventory focused on non-wood frame public schools that were designed and built before July 1, 1978 and met certain criteria, including close proximity to an active earthquake fault. 43p.

This study was designed to assess the effect of school facilities on teaching. A survey of Chicago and Washington, DC public school teachers was used to: identify what teachers feel supports their ability to teach, assess the adequacy of school conditions and school design as experienced by teachers, examine the distribution of quality school facilities, and identify the impact of facilities on learning outcomes. The study also linked conditions as reported by teachers to student demographics and test scores, official school building assessments, and current research on the effect of K-12 educational facilities on learning. The study concludes that teachers in both Washington, DC and Chicago report many shortcomings in the facilities that are essential to delivering a high-quality education. They further report that much of the infrastructure they work in is inadequate to meet the increasingly strict standards of academic achievement that are now being set by school districts, states, and the federal government. 39p.

Explains how the condition of school facilities has an important impact on student performance and teacher effectiveness, particularly where classroom temperature and noise level are concerned. Older buildings typically have more problems in this regard. The report cites a number of studies indicating that students attending schools in good condition outperform students in substandard buildings by several percentage points. School building conditions also influence teacher effectiveness, and school overcrowding makes it harder for students to learn. Analyses show that class size reduction leads to higher student achievement. 18p.

Presents the results of a 2001 review of Delaware's School Construction Formula that details the environment and condition of Delaware schools, and proposes adjustments to space and funding recommendations in the Formula. While the Committee did not recommend the adoption of standard plans, it did recommend that the Delaware Department of Education should develop stock plans for classroom additions and a plan repository at the DOE to guide districts in new construction and renovation. Includes eight references. 39p.

This article asserts that a significant number of schoolchildren and teachers in the United States are exposed on an almost daily basis to environmental hazards including volatile organic chemicals, airborne lead and asbestos, and noise pollution while they are at school. Some school hazards are linked to the aging of many of the nation's schools, to the ongoing siting of schools in close proximity to contaminated waste sites, and to the burgeoning population of school-age children that has forced financially constrained school districts to use portable classrooms to increase their classroom space. The article also assert that few federal laws currently protect students from such threats but several states have adopted measures that address these issues. Some federal agencies do, however, have voluntary programs that school administrators can take advantage of to improve the condition of their facilities.

These are remarks made at a hearing to evaluate the District of Columbia's plans to modernize and renovate its public schools. The author addresses the following issues: 1) increases in the cost of modernizing the schools; 2) delays in completing the schools; 3) quality inspection problems; and 4) concerns about managing asbestos hazards. 10p.

Estimates the state's 2002-2007 school infrastructure improvements to cost $3.6 billion and describes increases and decreases in costs from the previous year's report. Charts representing overall and per-pupil costs, as well as general costs, those mandated by state and federal requirements, and technology costs are included. 6p.

Describes how California's educational facilities are inadequate because they are crowded, old, and in need of repair and modernization. Pressures from increased enrollment in the state due to demographic changes and class size reduction, an average age of the state's school buildings of over 25 years, and the high cost of facilities have all contributed to the current inadequacies. However, the State's responses to the many problems with educational facilities have been severely limited by flaws in policies establishing the state's relationships with local districts with regard to funding, inventory, and oversight of educational facilities. The State has failed to establish a system of state financing to ensure that funds are available to and used by districts with schools in the poorest conditions. It has failed to promulgate minimum standards for school facility conditions and maintenance, develop systematic ways of monitoring conditions in schools throughout the state, or maintain effective investigation and correction processes when serious deficiencies are reported. 23p.

This report from the New York State Comptroller's office details problems with the State's approach to school facilities in recent years, describes why serious physical deficiencies remain unaddressed despite greatly increased spending, and makes recommendations for improvement. The report concludes that state policy for school facilities has vacillated in recent years, leaving an area where long-term planning and a consistent approach are most needed without either. Recommendations include: (1) ending annual manipulations to funding; (2) new approaches to creating classroom space, including public-private partnerships, leaseback agreements, and shared-use facilities; and (3) changes to New York City's financing arrangements. 16p.

The federal government has direct responsibility for the Bureau of Indian Affairs (BIA) and the Department of Defense (DOD) school systems. This report provides information on student academic performance, teacher staffing, access to educational technology, condition of facilities, and expenditure levels in BIA and DOD schools. In addition to examining low student achievement, this GAO study gives considerable attention to deficiencies in the quality and safety of some BIA school buildings. This report estimates that the backlog of deferred maintenance and repair work on BIA school facilities would cost nearly $1 billion to address. 79p

This report analyzes the conditions of school facilities in Contra Costa Unified School District, California. The district had been prohibited from participating in the state's school facilities funding program because of a very heavy debt burden and near-bankruptcy of the district. The report begins by summarizing findings in the areas of community support, school safety, facility planning, maintenance and custodial services, facilities financial management, staffing and morale, and leadership. It then provides detailed findings in these areas. Each finding offers the legal standard, sources and documentation, findings, a recommendation and improvement plan, and a rating of standard implementation. 170p.

This report examines the Chicago Public School System's need for capital improvement, and it highlights action plans for the future. The report reveals that many planned school improvements projects are unfunded and that there is about $229 million worth of projects that no longer appear in the city's capital improvements plan. Overcrowding remains a persistent and unresolved problem, and there has been no clear plan for integrating educational technology. The Chicago public school system alone has $2.5 billion in unfunded capital needs for its schools, but funds allotted for statewide capital needs are rapidly disappearing, and federal assistance in local school construction and repair needs is in jeopardy. It is recommended that, to ensure that the Capital Improvement Program is as fair and efficient as possible, the Chicago Public Schools should release the building assessments for each school facility and make public its demographic predictions for enrollment growth. Appendices contain highlights of capital programs in other major midwestern cities and a summary of Chicago's Teachers' Pension Fund Proposal. 49p.

This study assesses the funding efforts of New York State's Building Aid program, and it shows that financial support for school district equipment and capital outlays has been less, over the last seven years, for the state's "big five" school districts than for the average district in New York, and far less than for other districts of similar wealth. Study findings represent the school year periods from 1992-1993 to 1999-2000 and include 658 school districts, including the "big five" comprising Yonkers, New York City, Rochester, Syracuse, and Buffalo. Besides receiving less funding for equipment and capital needs, the study reveals that the "big five" have spent significantly less in these areas than other districts. Ultimately, this lack of funding is considered a significant problem since these districts have 40 percent of the state's student population. (Contains seven figures.) 12p.

Discusses the adequacy and availability of state assistance for K-12 school construction in Vermont. Stated concerns include the annual obligation for expenditures exceeds the amount of capital bill funding; current state law reimburses a fixed 30% of allowable costs which is inadequate, and no readily available source of funds for long-term school construction needs. A school construction study discusses financial equity, state funding outlook, statutory priority system, fast growing districts, school facilities conditions, and technical education centers. 42p.

Data compiled by the National Center for Education Statistics on overcrowding in schools, age of school buildings, and general conditions of public school facilities. Includes links to tables and figures from NCES studies, and other resources.

In the American Society of Civil Engineers 2001 Report Card for America's Infrastructure, the nation's schools received a grade of "D-". Due to either aging or outdated facilities, or severe overcrowding, 75% of the nation's school buildings are inadequate to meet the needs of school children. The average cost of capital investment needed is $3,800 per student, more than half the average cost to educate that student for one year. Since 1998, the total need has increased from $112 billion to $127 billion. 2p.

Reports on research that sought to determine if a relationship exists between school academic outcomes and school facilities characteristics. Data were gathered from a variety of sources including research literature, state data files, principal questionnaires, and focus groups. The major finding showed that students scored better on standardized achievement tests in situations where: 1)The principal gives a better rating to the physical condition and adequacy of his or her school. 2)The school is newer. 3)The school is larger. 4)The student and attendance rate is higher. The socio-economic make up of the student body as measured by the portion of pupils on free or reduced lunch is heavily intertwined with each of these findings. Most principals believe that the condition and adequacy of a school facility has a significant impact on school academic outcomes. They view the relationship as very complex, indicating that facilities affect teacher attitudes, which in turn affect classroom productivity. Among facilities factors adversely affecting the educational process are overcrowding, poor physical condition of the structure, portables, lack of storage, and inadequate laboratory space. 92p.

This follow-up report revisits the overcrowded classroom issues facing the New York City Public School system after one year's efforts to correct the problem. The study reveals that: (1) 53 percent of all New York City elementary school buildings and annexes are overcrowded and continue to operate at 99 percent or greater capacity; (2) in 10 school districts, 70 percent or more of elementary school buildings are operating at 99 percent or greater capacity; (3) minischools and transportables, both ways to quickly increase capacity, are also overcrowded; and (4) over the last year, New York City collected less than 31 percent of the state's reimbursable school building aid despite enrolling almost 40 percent of the state's students. To end the class-size crunch and improve student performance, the report's author, the public advocate for the City of New York, recommends that a number of specific actions be taken by the board of education, the State, and the City, including lobbying for new federal assistance. 13p.

According to the fifth special report on the impact of the baby boom echo, the nation's elementary and secondary schools will enroll a record 53 million students in the fall of 2000, continuing a decade-long rise. Over the last ten years, public schools have grown by 6.6 million students, resulting in overcrowded classrooms and strained school facilities. The number is expected to jump to 94 million by the end of the 21st century. 29p.

The objective of this program is to provide safe, functional, code-compliant, economical, and energy-efficient education facilities for American Indian students attending Bureau of Indian Affairs owned or funded primary and secondary schools and/or residing in Bureau owned or funded dormitories. This document includes elegibility requirements, financial and administrative information, contacts, assistance considerations, and post assistance requirements. 5p

This report provides national data for 903 U.S. public elementary and secondary schools on the condition of public schools in 1999 and the costs to bring them into good condition. Additionally provided are school plans for repairs, renovations, and replacements; data on the age of public schools; and overcrowding and practices used to address overcrowding. Among the findings are: about a quarter of the schools reported at least one type of onsite building in less than adequate condition; half reported at least one building feature in less than adequate condition; and about 4 out of 10 reported at least one unsatisfactory environmental condition. Data also suggest that the oldest schools are most in need of attention but that many of these schools do not have plans for improvement. About three-quarters of public schools do not have problems with overcrowding, but nearly 10 percent have enrollments that are more than 25 percent greater than the capacity of their permanent buildings. 118p.